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Compréhension en lecture et productions orales formelles chez des élèves de cycle 3
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In: Sixième Colloque International de l’Association Française de Linguistique Cognitive (AFLiCo VI) : Langage, Cognition et Société ; https://hal.archives-ouvertes.fr/hal-01672094 ; Sixième Colloque International de l’Association Française de Linguistique Cognitive (AFLiCo VI) : Langage, Cognition et Société, May 2015, Grenoble, France ; https://aflico6.sciencesconf.org (2015)
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Mining texts, learners productions and strategies with ReaderBench
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In: Educational Data Mining: Applications and Trends ; https://hal.archives-ouvertes.fr/hal-00979702 ; Alejandro Pena-Ayala. Educational Data Mining: Applications and Trends, Springer, pp.345-377, 2014, ⟨10.1007/978-3-319-02738-8_13⟩ (2014)
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Differences in the Components and Relations of a Multidimensional Model of Reading Comprehension in Low and Average 8- to 11-Year-Old French Readers.
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In: AERA Annual Meeting: "The Power of Education Research for Innovation in Practice and Policy" ; https://hal.archives-ouvertes.fr/hal-00958789 ; AERA Annual Meeting: "The Power of Education Research for Innovation in Practice and Policy", Apr 2014, Philadelphia, United States (2014)
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ReaderBench, o platformă integrată pentru analiza complexității textuale și a strategiilor de lectură
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In: Proc. 10-a Conf. Nat. de Interactiune Om-Calculator (RoCHI 2013) ; https://hal.archives-ouvertes.fr/hal-01412573 ; Proc. 10-a Conf. Nat. de Interactiune Om-Calculator (RoCHI 2013), T. Stefanut; C. Rusu, 2013, Cluj, Romania. pp.39-46 (2013)
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Contrôle et régulation de la compréhension : l'acquisition de stratégies de 8 à 11 ans
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In: https://hal.archives-ouvertes.fr/hal-02462321 ; 2012 (2012)
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Impact of early code-skill and oral compréhension training on reading achievement in first grade
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In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.archives-ouvertes.fr/hal-00952433 ; Journal of Research in Reading, Wiley, 2012, 35 (4), pp.427-455. ⟨10.1111/j.1467-9817.2010.01479.x⟩ (2012)
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Early training in oral comprehension and phonological skills: results of a three-year longitudinal study
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In: ISSN: 1088-8438 ; EISSN: 1532-799X ; Scientific Studies of Reading ; https://hal.archives-ouvertes.fr/hal-00482532 ; Scientific Studies of Reading, Taylor & Francis (Routledge), 2010, 14 (3), pp.211-246. ⟨10.1080/10888430903117518⟩ (2010)
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